EDUC 716 : Education and Diversity

Education and Social Work

2024 Semester One (1243) (30 POINTS)

Course Prescription

How do we best teach for the increasing diversity in our educational settings? This course is an advanced study in educational approaches to ethnic, cultural, and linguistic diversity. Independent critical engagement with antiracist education, bilingual education, cosmopolitan education and critical multiculturalism will occur alongside an examination of educational theory, policy and practice, and in relation to debates in Māori education.

Course Overview

In this course, you will explore – in a supportive environment – how best to teach for the increasing diversity in our educational settings. We meet over five Saturdays during the semester. In session one, we provide an overview of sociological understandings of ‘race’ and ethnicity, and the bicultural and multicultural context of Aotearoa-New Zealand. Sessions two and three then explore sociological and social psychological approaches to best teach for the increasing diversity in our educational settings. In session four, we analyse current (educational) policies in light of ideas discussed in the course – this session prepares you for the final class where you will present your policy analysis (in the form of a seminar) to the class.

The course involves three assignments and no exam. Assignment 1 (cultural autobiography) is a reflective essay on family members’ attitudes towards diversity and your own memories of diversity at school. Assignment 2 is an essay, discussing sociological and/or social-psychological theories that must be considered when developing programmes of learning to cater to the needs of diverse students. Assignment 3 is an oral presentation (seminar), analysing and critiquing a policy in light of ideas and readings undertaken as part of this course. We look forward to working with you!

Feedback from previous students (to the question, “What was most helpful for your learning?”):
  • “The positive and motivative learning environment, and the professional, inspirational and friendly and warm lecturers. The resources and instructions provided from the lecture are extremely relevant and very helpful. The guidance and support we receive from all three lecturers are tremendous. They have enlightened and broadened my views and my teaching regarding multiculturalism and multicultural education in more critical ways.” - 2023 student
  • “Clear explanation of course learning objectives and assessment expectations. Clear explanation of course concepts through classroom notes/PP/Videos.” – 2022 student
  • “A wide range of literature included in the reading list on Canvas to turn to when writing assignments. Detailed, helpful feedback on first assignment. Responsive to questions asked via email. Strong discussion during in–person lectures and an openness on behalf of the facilitators to answering questions.” – 2021 student

Course Requirements

No pre-requisites or restrictions

Capabilities Developed in this Course

Capability 1: People and Place
Capability 2: Sustainability
Capability 3: Knowledge and Practice
Capability 4: Critical Thinking
Capability 5: Solution Seeking
Capability 6: Communication
Capability 7: Collaboration
Capability 8: Ethics and Professionalism
Graduate Profile: Master of Education

Learning Outcomes

By the end of this course, students will be able to:
  1. Engage with the relevant literature on education and diversity, both from within the sociology of education and social psychology. (Capability 1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 8.2 and 8.3)
  2. Understand contemporary research on the efficacy of various educational approaches to diversity. (Capability 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 7.2, 8.1, 8.2 and 8.3)
  3. Critically apply learning outcomes 1. and 2. in relation to different educational approaches, with particular reference to Aotearoa/New Zealand. (Capability 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 7.1, 7.2, 8.1, 8.2 and 8.3)
  4. Apply these critical understandings to relevant Aotearoa/New Zealand educational policy. (Capability 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 7.1, 7.2, 8.1, 8.2 and 8.3)


Assessment Type Percentage Classification
Cultural autobiography 30% Individual Coursework
Essay 40% Individual Coursework
Seminar presentation 30% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4
Cultural autobiography
Seminar presentation

To pass this course students must submit all assessments and achieve at least 50% for the overall course.

Workload Expectations

This course is a standard 30-point course.

A typical semester including the study/exam period totals approximately 15 weeks. On average, students are expected to spend 20 hours per week in each 30-point course that they are enrolled in.

For this 30-point course you should expect to commit 36 hours to delivery of the course. You can also reasonably expect to commit approximately 200-240 hours to independent learning. This may include reading (and more reading), note-taking, face-to-face and/or online discussion, writing, engaging in collaborative group work, problem solving, undertaking practical tasks, reflecting on learning, accessing learning and study resources, and assignment, test and/or exam preparation and completion.

Delivery Mode

Campus Experience

The course is delivered using a conventional face-to-face lecture/workshop structure, however engagement (on campus or Zoom) may change depending on the campus from which the lecture is being delivered. There will be clear communication to denote when on-campus or Zoom engagement is required.

Attendance is required at scheduled activities to complete components of the course.

Lectures will be available as recordings. Other learning activities may not always be available as recordings.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

There is no required textbook for this course. A range of articles and course materials will be provided through Talis, the University’s online reading list management system.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

EDUC 716 consistently receives 100% satisfaction overall from students who complete the course evaluations.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Published on 25/10/2023 10:38 p.m.